教學組織形式 的英文怎麼說

中文拼音 [jiāoxuézǔzhīxíngshì]
教學組織形式 英文
patterns for teaching and learning
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 組 : Ⅰ名詞1 （由不多的人員組成的單位） group 2 （姓氏） a surname Ⅱ動詞（組織） organize; form Ⅲ量詞（...
  • 織 : 動詞（編織） knit; weave
  • 式 : 名詞1 （樣式） type; style 2 （格式） pattern; form 3 （儀式; 典禮） ceremony; ritual 4 （自然科...
  • 教學 : 教學teach school; teach
  • 組織 : 1 （組織系統） organization; organized system 2 （組成） organize; form 3 [紡織] weave 4 [醫學] [...
  1. In the end it forms instructional framework : theory base are constructivism and humanism ; instructional method are task - oriented and curriculum integration ; learning methods are including self - directed learning, cooperative learning, accepted learning and inquiry learning ; instructional organization forms consists of collective education, individual study, group interacted learning method, utilizing behavior evaluation system aided by investigating in instructional evaluation ; instruction environment is made up multi - media classroom, video and audio laboratory, computer classroom. the fourth part takes the no. 2 primary school of lanzhou refinery company as practicing object, exploring its teaching practice

    最後設計形成了以建構主義、人本主義為理論基礎、以任務驅動法和課程整合法為主要教學方法、以自主學習與合作學習，接受學習與發現學習相結合為主要學習方法、以集體授課，個別化學習和小組相互作用相結合為主要教學組織形式、以表現性評價為主，調查測驗為輔的教學評價方法，以及以多媒體教室、電教實驗室、計算機室為主要教學環境的信息技術課課堂教學格局。
  2. The theory is elaborated in following seven aspects : constructing basic theory and concept in teaching selecting instructional contents selecting instructional methods selecting learning methods selecting organization forms in teaching selecting instructional evaluation in classroom instruction designing instructional environment

    從構建課堂教學的基本理論和思想、選擇課堂教學內容、選擇課堂教學方法、選擇課堂學習方法、選擇課堂教學組織形式、選擇課堂教學評價方法、創設課堂教學環境等七個方面展開論述。
  3. Organization of teaching will be interactive

    教學組織形式將會更具開放性和互動性。
  4. On the classification of teaching organization

    教學組織形式的分類問題
  5. Research on sdsr teaching organizational form in health management teaching

    四階式教學組織形式探析
  6. Teaching structure of higher education of classical learning academies in ancient china

    古代書院實施大學教育的教學組織形式
  7. Many researches show that cooperative learning is an effective pattern of organizing teaching

    眾多研究表明，合作學習是一種有效的教學組織形式。
  8. Study of the teaching organizntion mode and teaching method of doing pioneering work in vocational school

    職業學校創業教育教學組織形式及教學方法的研究
  9. Cooperative learning is the classroom - teaching format that is widely used all over the world

    合作學習是目前在世界范圍內被廣泛運用的課堂教學組織形式。
  10. Research - pattern teaching is a fresh teaching concept and organizing form. " research " is the core, " increasing ability " is the aim

    摘要研究式教學是一種新的教學理念和教學組織形式。
  11. In the instruction organization form, the instruction organization form of connecting big - class and small - class is put forward

    在教學組織形式中，概括出了大班課、小班課相結合的教學組織形式。
  12. The content should be assessed by the quality and quantity of a lesson. the students go - aheadism will be restricted in the teaching process

    在班級授課制的教學組織形式下，學生的主體性常常會受到一定的限制。
  13. Focusing on the present reform in the basic educational system and the formulation and implementation of the new standard of the curriculum of mathematics, we herein probe into the rationality of new teaching method of collective - teaching - plus - individual - tutorial on the one hand, and on the other hand, sum up the experience we ' ve drawn from this attempt so as to better improve the theory and put it into more practical use in teaching. this, however, is what we consider to be the key of success of this new teaching method

    本文的寫作立足於我國當前的基礎教育改革、數學新課程標準的制訂與實施，一方面是對分層遞進式教學組織形式的某些符合教育教學規律的因素作深層次的剖析，另一方面是對這場教學實驗已取得的成果與經驗作出認真的總結，以進一步促進分層遞進式教學理論的成熟與發展，進一步指導分層遞進式教學的實踐特別是計算機輔助教學（ cai ）參與分層遞進式教學的實踐，這也是分層遞進式教學模式能否深入發展、推廣的關鍵所在。
  14. However, such restrained conditions as capital, management and property right must be met to help education group become an effective school running form

    但教育集團要成為一種有效的辦學組織形式，必須滿足資本、管理和產權等約束條件。
  15. The title of property of the private school should be possessed by itself until the end of the school legal entity

    民辦教育機構可根據意思自治原則自主確定採取學校法人或企業法人的辦學組織形式。關於民辦學校的財產所有權。
  16. Computer network brings prolificacy revolution to the instruction. it - leads to change in many aspects, including education ideas, instruction environments, teaching methods, instruction organizing form, the relationship among persons and all kinds of actions in the instruction

    計算機網路給學校帶來的是一場教育生產力的革命，它所引起的是整個教育觀念、教學環境、教學方法、教學組織形式、教學手段，教育中人與人的關系，教與學中各種行為的變化。
  17. The research is based on j. dewey ' s empiricism education theory and cognitive structure psychological theory. it describes the connotation and puts forward the main four characteristics of design physics experiment, that is initiative, exploration, creativity, synthesis. moreover new teaching mode appears in physics experiment teaching, because it is based on a new teaching belief. furthermore, it probes into three aspects of teaching mode, that is, the diversity of teaching organizational makeup, the opening characteristic of teaching place and instrument, the evaluation emphasized creativity as for design practice, the research probes into the principles belonging to design

    本研究以杜威的經驗主義教育理論基礎和認知結構理論的心理學基礎為理論支撐，對設計性物理實驗的內涵進行了描述，歸納了設計性物理實驗的四個主要特點，即主體性、探索性、創造性、綜合性，同時設計性物理實驗以一種全新的模式在物理實驗教學中的出現是基於一種全新的教學新理念，進而探討了新的教學模式具體表現教學組織形式的多樣性、教學場地及設備的開放性，實驗評價的創造性。
  18. For being positive and negative to a new higher educational organization, private college in public universities in china, this thesis analyses its emergence, characters of its owners and costs of its trade by using the theory of institutional change and the transaction costs analysis framework of new institutional economics, then explains its reasonability and efficiency

    民辦二級學院是我國高等教育發展中出現的新的教育組織形式，各界對其產生和發展有肯定有質疑，分歧較大。本文嘗試運用新制度經濟學的制度變遷理論和交易費用分析框架對民辦二級學院產生原因、產權結構特徵和運行的交易費用進行剖析，從而解釋民辦二級學院存在的合理性及其效率所在。
  19. During the research, the author carried out the new methods. on the basis of combination of theoretical curriculum and practical curriculum, and the theory and the practice in curriculum structure, author puts forward the mode of the theory and practice unified teaching. it is instructed by the idea of ability - based teaching. on the basis of vocational analyses, form the mode of the curriculum system and set up the objections of three - section teaching, that is knowledge, ability and attitude. using the form of dividing students into groups, individualized teaching and individual form of organizational teaching to set up the interaction system of envaluation, through the method of co - operation and set up the main method of teaching mode of criterion evaluation and correcting in time. in the research, based on the theory suppose, the author used experiment methods as follows : 1 ) to develop curriculum and make up teaching outline and teaching plan, on the basis of analyzing of vocational post ability ; 2 ) to develop teaching resources on the basis of teaching materials ; 3 ) to draw attention on the ability - based on teaching ; 4 ) to carry out the teaching objections based on objective teaching ; 5 ) to get the aim both the teachers and students on the basis of applying the way of co - operation ; 6 ) to envaluate the teaching quality based on the ability of students

    通過整合學術性課程與實踐性課程，使理論與實踐在課程結構上融為一體等理論假設基礎上，提出「理論與實踐一體化」教學模式的設想：把「能力本位」的教育理念作為指導思想；在職業能力分析的基礎上，形成模塊式的課程體系；確立知識、能力、態度三個層面上的教學目標；採取分組式教學、 「個性化」學習、個別化的輔導等教學組織形式；倡導師生合作學習的教學方法；建立綜合能力評價體系，注重形成性評價和及時反饋矯正。在具體嘗試過程中採取了以下具體做法： 1 、以職業崗位能力分析為依據，開發課程、編寫教學方案； 2 、充分開發和利用教學資源； 3 、教師進行精心的課前準備，確定教學目標、認真準備教學現場、認真準備教學清單； 4 、著眼于學生技能的形成，合理安排教學過程； 5 、師生合作學習，共同達標； 6 、以學生能力形成為依據，評估教學質量。
  20. Here, referring to the course reformation for the perspective, i venture to start from the organizational mode of reformed teaching for an exploration on possibility of integrating theoretical study into practical work. with students in the regular senior high school as my target, exercise of an integrated study mode in history teaching as the theme, and modem pedagogical and psychological theories such as constructivism, group dynamics, need hierarchy, self - efficacy and independent education as the basis, i construct a cooperative studying mode that suits modem history teaching in a way with functional goals, experimental principles, operational process, pedagogical strategies in full consideration, and actively probe into the relation among modes for cooperative study, independent development of the students, cultivation of cooperation and innovation

    因此，筆者以課改為契機，試圖從改革教學組織形式的角度出發，將理論研究與實踐探索相結合，以普通高中學生為研究對象，以在歷史教學中實施合作學習模式為課題，以建構主義、團體動力學說、需要層次理論、自我效能理論和主體性教育等現代教育學、心理學理論為依據，從功能目標、實驗原則、操作程序、教學策略等方面，全方位地構建了適合現代歷史教學的合作學習模式，並對實施合作學習模式和學生主體性的發展、合作與創新精神的培養的關系進行了積極的探索。
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